The purpose of this study was to determine whether the unaided teacher is able to teach kindergarten children in remedial reading as well as the teacher who is aided by trained fifth- and sixth-grade tutors. Involved in the study were eight schools using the Southwest Regional Laboratory (SWRL) First Year Communications Skills Program, which is designed to teach basic reading skills to kindergarten children. In four of these schools, teachers were told only to use the remedial practice exercises when indicated, while in the other four schools, a systematic method of remediation was administered by teachers and trained student tutors. When all tutoring was completed, a retest of the criterion exercise was given to a random sample of four kindergarten students in each classroom. Results showed that the greatest gains were made by the teacher-plus-tutor children, with 51 percent reading the 80 percent level on the retest, while in the teacher-only group, 20 percent of the children reached the 80 percent level on the retest. (JM)